HOLT MCDOUGAL Modern World History

HOLT MCDOUGALModern WorldHistoryPATTERNS OF INTERACTIONGuided Reading Workbook

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ContentsBeing a Strategic Reader . vPrologue The Rise of DemocraticIdeasSection 1. 1Section 2. 5Section 3. 9Section 4. 13Chapter 7 The French Revolutionand Napoleon, 1789–1815Section 1 . 86Section 2 . 89Section 3 . 92Section 4 . 95Section 5 . 98Chapter 1 European Renaissanceand Reformation, 1300–1600Section 1. 17Section 2. 20Section 3. 23Section 4. 26Chapter 8 Nationalist RevolutionsSweep the West, 1789–1900Section 1 . 101Section 2 . 104Section 3 . 107Section 4 . 110Chapter 2 The Muslim WorldExpands, 1300–1700Section 1. 29Section 2. 32Section 3. 35Chapter 9 The Industrial Revolution1700–1900Section 1 . 113Section 2 . 116Section 3 . 119Section 4 . 122Chapter 3 An Age of Explorationsand Isolation, 1400–1800Section 1. 38Section 2. 41Section 3. 44Chapter 10 An Age of Democracyand Progress, 1815–1914Section 1 . 125Section 2 . 128Section 3 . 131Section 4 . 134Chapter 4 The Atlantic World,1492–1800Section 1. 47Section 2. 50Section 3. 53Section 4. 56Chapter 11 The Age of Imperialism,1850–1914Section 1 . 137Section 2 . 140Section 3 . 143Section 4 . 146Section 5 . 149Chapter 5 Absolute Monarchs inEurope, 1500–1800Section 1. 59Section 2. 62Section 3. 65Section 4. 68Section 5. 71Chapter 12 Transformations Aroundthe Globe, 1800–1914Section 1 . 152Section 2 . 155Section 3 . 158Section 4 . 161Chapter 6 Enlightenment andRevolution, 1550–1789Section 1. 74Section 2. 77Section 3. 80Section 4. 83Chapter 13 The Great War, 1914–1918Section 1 . 164Section 2 . 167Section 3 . 170Section 4 . 173Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.iiiGuided Reading Workbook

ContentscontinuedChapter 14 Revolution andNationalism, 1900–1939Section 1. 176Section 2. 179Section 3. 182Section 4. 185Chapter 15 Years of Crisis, 1919–1939Section 1. 188Section 2. 191Section 3. 194Section 4. 197Chapter 16 World War II, 1939–1945Section 1. 200Section 2. 203Section 3. 206Section 4. 209Section 5. 212Chapter 17 Restructuring thePostwar World, 1945–PresentSection 1. 215Section 2. 218Section 3. 221Section 4. 224Section 5. 227Chapter 18 The Colonies BecomeNew Nations, 1945–PresentSection 1. 230Section 2. 233Section 3. 236Section 4. 239Section 5. 242Chapter 19 Struggles for Democracy,1945–PresentSection 1. 245Section 2. 248Section 3. 251Section 4. 254Section 5. 257Chapter 20 Global Interdependence,1960–PresentSection 1. 260Section 2. 263Section 3. 266Section 4. 269Section 5. 272Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.ivGuided Reading Workbook

Being a Strategic ReaderHow to Use This BookThe purpose of this Guided Reading Workbook is to help you read andunderstand your history textbook, Modern World History: Patterns ofInteraction. You can use this Guided Reading Workbook in two ways.1. Use the Guided Reading Workbookside-by-side with your history book.Strategy: Read the Termsand Names and the definitionof each. The Terms andNames are in dark type in thesection. Turn to the section that you aregoing to read in the textbook.Then, next to the book, putthe pages from the GuidedReading Workbook thataccompany that section. Allof the heads in the GuidedReading Workbook matchthe heads in the textbook. Use the Guided ReadingWorkbook to help you readand organize theinformation in the textbook.2. Use the Guided ReadingWorkbook to study thematerial that will appearin the chapter tests. Reread the summary ofevery chapter. Review the definitions ofthe Terms and Names inthe Guided ReadingWorkbook. Review the graphicorganizer that youcreated as you readthe summaries. Review your answersto questions.Strategy: Use a graphicorganizer to help youorganize information in thesection.Strategy: Read thesummary. It contains themain ideas and the keyinformation under the head.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.vGuided Reading Workbook

Being a Strategic ReadercontinuedStrategy: Underline the mainideas and key information asyou read.Strategy: Answer thequestion at the end of eachpart.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.viGuided Reading Workbook

Being a Strategic ReadercontinuedThe last page of each section of the Guided Reading Workbook ends with agraphic organizer that will help you better understand the information inthe section. Use the graphic organizer to take notes as you read. The notescan help you to prepare for the section quiz and chapter tests.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.viiGuided Reading Workbook

Name Class DateThe Rise of Democratic IdeasSection 1The Legacy of Ancient Greeceand RomeTerms and Namesgovernment System for exercising authoritymonarchy Government controlled by one personaristocracy State ruled by the noble classoligarchy A government ruled by a few powerful peopledemocracy Idea that people can govern themselvesdirect democracy Government in which citizens rule directly and not throughrepresentativesrepublic Government in which citizens elect the leaders who make governmentdecisionsSenate Aristocratic branch of Rome’s governmentBefore You ReadIn this section, you will learn how democracy started in Greece andRome.As You ReadUse a web diagram to record the contributions of Greece and Rome todemocracy.ATHENS BUILDS A LIMITEDDEMOCRACY (Pages 5–7)How did democracy develop?Throughout history, people have knownthe need for a government, or a systemfor exercising authority. For most ofhistory, people have lived under singlerulers, such as kings. This type of rule iscalled a monarchy. These rulers had totalpower. Other governments that developedincluded aristocracy, which is a stateruled by the noble class. Later as tradeexpanded, a class of wealthy merchantsoften ruled a land. This was known as anoligarchy. The idea of democracy—thatpeople can govern themselves—grewslowly. Many people contributed to thatidea over the centuries.Greek civilization began about2000 B.C. Ancient Greece was made up ofcity-states. Each city-state had its owngovernment. The first democracydeveloped in the city-state of Athens.Athens had a king at first. Then itbecame an aristocracy. Each year anassembly of citizens elected three noblesto rule Athens. Citizens were adult maleresidents given certain rights andresponsibilities.Original content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.1Guided Reading Workbook

Name Class DateSection 1, continuedA statesman called Solon created fournew kinds of citizenship in the sixthcentury B.C. All free adult males werecitizens. All citizens were able to vote inthe assembly. But only citizens of thethree higher classes could hold publicoffice.Democracy in Athens was limited. Onlyabout one-tenth of the population werecitizens. Women, slaves, and foreignresidents could not be citizens. Slavesmade up about one-third of the Athenianpopulation at that time.About a hundred years after Solon, aleader named Cleisthenes increased thepower of the assembly. He allowed allcitizens to present laws for debate andpassage. He also created a council whosemembers were chosen by lot, or atrandom. The council suggested laws andadvised the assembly.defeated by armies from the kingdom ofMacedonia. This defeat ended democracyin Greece.During this troubled time, severalphilosophers appeared. Socrates, Plato,and Aristotle set forth their ideas ongovernment and society.Greek ideas had lasting influence ongovernment and philosophy. The Greeksdid not rely on traditional explanations ofthe world. Instead they used reason to findpatterns that they called natural laws. Theydeveloped direct democracy and the threebranches of government.1. How did Cleisthenes help to increasedemocracy in Athens?How was the Roman governmentorganized?Rome began to rise as Greece fell. By509 B.C., Rome was a republic. Arepublic is a form of government in whichcitizens have the right to vote and to selecttheir leaders. In Rome, as in Athens,citizenship with voting rights belongedonly to males who were not born slaves orforeigners.Rome’s republican government hadseparate branches. Two officials calledconsuls directed the government. Thelegislative branch was made up of theSenate and two assemblies. The Senatewas the aristocratic branch of government.The assemblies were more democratic.They included other classes of citizens. Intimes of trouble, the republic gave vastpowers to a ruler called a dictator.Rome gradually increased its territorythrough conquest. It then became anempire under the rule of a powerfulemperor.2. How did Pericles change democracy inAthens?ROME DEVELOPS A REPUBLIC(Page 10)GREEK DEMOCRACY CHANGES(Pages 7–9)What changes occurred in Greekdemocracy?In the fifth century B.C., armies of thePersian Empire invaded Greece. But thePersians were defeated by the Greek citystates in 479 B.C. Athens then became theleader of the city-states. A wise leader,Pericles, ruled Athens.Pericles strengthened democracy. Heincreased the number of paid publicofficials. This allowed poorer citizens toserve in government. He also introducedthe idea of direct democracy. Thisallowed citizens to participate directly ingovernment.Tensions between the city-states led tofighting among them. Then Greece wasOriginal content Houghton Mifflin Harcourt Publishing Company. Additions and changes to the original content are the responsibility of the instructor.2Guided Reading Workbook